3rd
Global Concept 1 of 3 for this Unit of Study: Frequency Tables and Pictographs
Projected Time
Allotment: 3 days
Sample Essential Questions:
Day 1: What is the purpose of a frequency table when collecting and displaying data?
Day 2: How is a pictograph like a frequency table?
Day 3: How can you display data on a pictograph?
Related Go Math Chapter Test Questions: Unit 4 (Go Math! Ch. 2) # 2, 4, 7, 8, 9, 14
Instructional Resources
Manipulatives:
 itools: making pictographs
GO Math Lesson Components:
2.1: Essentials-Unlock the Problem, p. 64 # 10
2.2: Essentials-Unlock the Problem, p. 66 Try Another Problem
2.3: Essentials-Teach and Talk TE p.69 to accompany Unlock the Problem, p.71 #9-11
2.4: Essentials- p. 74 # 2-5, p. 75 # 8-11
2.5: Essentials- Engage piece- Enrich Activity TE p. 73B, p. 78 Share and Show, p. 80 # 8-11
Online Resources:
iTools: Make a Pictograph- Select Pictograph Under activities
Displaying Lollipop Data- Using a tally table to create a frequency table and pictograph
Vending Machines- Performance task that has students analyze and create pictographs
Voyages Excursions: A Picture is Worth a Thousand…
For more information about integrating the content within this GCG click here for powerpoint)
Sample HOT Questions: Use these to facilitate student discussion.(include SMP’s)
 When is it appropriate to use a tally table? Explain.
 When is it appropriate to use a frequency table? Explain.
 When would you choose to use a pictograph when displaying data? Explain your thinking.
 How do you read a pictograph in which each symbol equals more than one?
 What would happen to our pictograph if we increased the value of our symbol? Decreased?
 If a symbol on a pictograph represents 2, how would you display data when given an odd number?
 How would you describe making a pictograph to a friend?
 What other questions could be written from the data displayed?
 Are there other ways to display data given? Explain.
What are the students doing?
What is the teacher doing?
 Display survey results in tally tables, frequency tables,
 Collect data daily from students and have them represent
and pictographs. (SMP 4)
it graphically. (SMP 4)
 Analyze data by creating and answering comparison
 Question students about graph interpretations. (SMP 3)
questions. (SMP 1)
 Question students about what the parts of a graph
 Justify the use of symbol values in keys. (SMP 3)
represent. (SMP 3)
 Choose appropriate ways to represent data so that it
 Have students find alternate ways to represent data.
can be better analyzed. (SMP 4)
(SMP 4)
 Discuss and analyze data with peers. (SMP 3)
 Have students share various graphs that may look
different but that accurately represent the given data.
For more info on SMP’s click here.
(SMP 3, 4)

Post exemplar student created graphs. (SMP 6)